Action Research in ESL: Enhancing English Oral Proficiency in an Asynchronous Speech Course
DOI:
https://doi.org/10.17507/jltr.1501.01Keywords:
English language learners, oral language proficiency, asynchronous learning, language pedagogy, online educational strategiesAbstract
This action research investigated the impact of remedial collaborative techniques, pedagogical methods, and multimedia resources on enhancing oral language proficiency development among college English Language Learners (ELLs). Action research was used to gather data through a survey questionnaire and interviews with 25 ELLs enrolled in an asynchronous speech course. The participants’ experiences with the remedial course strategies were positive for practicing their English communication skills. The participants attributed their satisfaction to the ample opportunities for collaboration with peers and the instructor, the course structure, and relevant multimedia resources. Feedback emerged as a critical factor in learner engagement and progress. The results underscore the potential of asynchronous learning for fostering oral language proficiency. However, further research is required to validate these findings in different contexts. This study provides a foundation for a more comprehensive understanding of factors contributing to the holistic improvement of oral language proficiency in asynchronous settings for college ELLs.
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